This study describes the development of a common factor model for a cross-lagged difference involving a measure of aural comprehension and an intellectual composite. The direction of the difference was that the Listening Test predicted the composite more accurately than the composite predicted the Listening Test. (Author/CTM)

Raw scores on WISC-R subtests and the verbal, performance, and full scale IQ scales were correlated with age separately for White and Black males and females. The relationship between age and intelligence test performance was constant across race and sex and supports the construct validity of the WISC-R. (Author/RD)

A test battery termed "Assessment of Reading and Language Maturity" (ALARM) contains 15 subtests designed to cover the major and minor elements involved in assessing and promoting progress toward reading-language-thinking and social-emotional maturity. Although still undergoing development, ALARM has been administered to and partially…

This text is designed not only as a teaching text but also as a reference source for students and professionals on the assessment of the cognitive development of children. Chapters address: (1) process challenges of assessing children; (2) context challenges in assessing children; (3) ethical, legal, and professional applications of assessment…